Study 5: Values Alignment Study (VAS)
A research study which examines how classroom teachers of mathematics respond to the many unavoidable instances when they find themselves and their students valuing different attributes of mathematics learning.
Educators and their respective students come to class with their own aspects
(Kalogeropoulos, Russo, & Clarkson, 2021, p.329)
of valuing and these are likely to be different. If values alignment helps to maintain a functioning
classroom environment, then educators and students will want to see one another’s values aligned
and in harmony.
Leader:
Dr Penelope Kalogeropoulos (Monash University)
Research teams:
Jurisdiction | CI | Data |
---|---|---|
Australia | Dr Penelope Kalogeropoulos Monash University | |
Brunei | Assoc Prof Masitah Shahrill and Dr Nor Azura binti Hj Abdullah Universiti Brunei Darussalam | |
Chinese mainland | Prof Heng Jun TANG Zhejiang Normal University | 357 |
Ghana | Prof Ernest Kofi Davis University of Cape Coast | 2 000 |
Hong Kong SAR | Dr Qiaoping ZHANG The Chinese University of Hong Kong | 155 |
Japan | Assoc Prof KINONE Chikara University of Miyazaki | 1 444 |
Portugal | Assoc Prof Ana Isabel Silvestre Polytechnic Institute of Setúbal | 5 000 |
Türkiye | Prof Yüksel DEDE Gazi University |
Discussion paper
Instruments:
Questionnaire (student vers 4)
Questionnaire (teacher vers 4)
Questionnaire (student vers) – simplified Chinese
Questionnaire (teacher vers) – simplified Chinese
Questionnaire (student vers) – Korean
Questionnaire (teacher vers) – Korean
Questionnaire (student vers) – Portuguese
Questionnaire (teacher vers) – Portuguese
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